Influence of Implementation of the Government Policies on Transition Rate of ECDE Children from Public Preschools to Public Primary School in Kapseret Sub County; Uasin Gishu County
Njuguna Mary Muthoni, Esther Bitok, Audrey Matere
Journal of Education, Society and Behavioural Science · pp. 42–53 · Published 7 Jun 2021
10.9734/jesbs/2021/v34i330316Abstract
A child’s transition from public preschool to primary is not a single event of change that has only immediate consequences but has its effects on transition rate. The purpose of this study was to assess influence of implementation of the government policies on transition rate of ECDE children from public preschools to public primary school in Kapseret Sub County; Uasin Gishu County. The study was guided by Jean Piaget’s Construvist theory. The study adopted a descriptive survey design. The researcher sampled 171 respondents; including 86 Grade one; two; three teachers; 57 preschool teachers; and 29 headteachers. The research instruments used were questionnaires and interview schedule. The analysis of data was done using Statistical Package for Social Science (SPSS) software. Data from questionnaires was analyzed both quantitatively and qualitatively. Quantitative method involved descriptive and inferential analysis. Descriptive analysis such as frequencies; percentages were used to present quantitative data in form of tables. Qualitative data from interview schedules were analyzed thematically based on the content of qualitative data and then presented in prose form. The findings were presented in frequency distribution tables. The study findings indicated that implementation of government policies has a positive and significant influence on leaners transition. The study concluded that free primary education policy has improved learners’ transition rate to Grade one. Adoption of Early Years Education Policy has influenced transition to Grade one. Finally; free primary education policy has increased the number of learners in public pre-primary school. The study recommends that primary schools should implement all the government policies by preparing Early Child Development (ECD) children in terms of classrooms; toilets; furniture and adequate qualified teachers.
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